Scarborough CURRICULUM, ASSESSMENT Primary School .
ScarboroughPrimarySchoolCURRICULUM, ASSESSMENTANDREPORTING POLICYPOLICY STATEMENTThe School Curriculum and Standards Authority require all schools to implement the Western AustralianCurriculum and Assessment Outline meet the learning needs of all students.BACKGROUNDThe Outline is informed by Belonging, Being and Becoming: The Early Years Learning Framework(EYLF) and the Australian Curriculum. The Outline includes Kindergarten Curriculum Guidelines butthese are not mandated because Kindergarten is a non-compulsory year of schooling.The Outline sets out the mandated knowledge, understandings, skills, values and attitudes thatPre-Primary to Year 6 students are expected to acquire in the eight learning areas identified in theMelbourne Declaration on Educational Goals for Young Australians (2008), Principles of Learning,Teaching and Assessment, expected standards of achievement, and requirements for reporting onstudent achievement.KEY smentCurriculumGradeAn achievement descriptor describes student achievement in terms of a five-pointscale and is used for the purpose of reporting student achievement.The achievement standard describes an expected level that the majority of studentsare achieving by the end of a given year of schooling. Meeting the achievement standard at a satisfactory level is described by a C grade. Meeting the achievement standard at aAssessment is the process of gathering information about students and their learning,and using the data gathered to make judgments about achievement, in terms ofagreed standards. This information forms the basis of planning for teaching and learning.The curriculum is the knowledge, understanding, skills, values and attitudes that students are expected to be taught, regardless of where they live or their background.A grade describes student achievement on a five-point scale and is used for the purpose of reporting student achievement.ModifiedcurriculumA modified curriculum is any documented variation to the Western Australian curriculum that a school negotiates with the student and her/his parents/carers in order tocater for the individual learning needs of the student.Parent/carerRefers to a person who according to the law has responsibility for the long-term care,welfare and development of the child; or for the day-to-day care, welfare and development of the child as defined in the School Education Act 1999.ReportingReporting is the process of formally and informally communicating student achievement to parents, carers and students.
PROCEDURESCurriculumScarborough Primary School will implement the Pre-Primary to Year 6 Western Australian curriculumin accordance with: the Policy Standards for Pre-Primary to Year 6: Teaching, Assessing and Reportingthe Principles of Learning, Teaching and Assessment detailed within the outline.In relation to Kindergarten: Belonging, Being and Becoming: The Early Years Learning Framework (EYLF) describes theprinciples, practices and outcomes essential to support and enhance young children's learningfrom birth to five years of age, as well as their transition to schoolthe Kindergarten Curriculum Guidelines guide educators to develop kindergarten curriculum forWestern Australian children. It draws from the key ideas and related content from the EYLF toconstruct curriculum to ensure that all children in Kindergarten experience quality teaching andlearningAssessmentScarborough Primary School will: monitor and assess individual student achievement, referring to the Principles of Learning,Teaching and Assessment detailed within the Outlinedevelop and administer assessments in relation to the content of the Pre-Primary to Year 6Western Australian curriculumensure that assessments enable all students to demonstrate their knowledge, understandingsand skills in relation to the year-level achievement standard.develop processes to support all teachers in making valid and reliable judgments.use data from prescribed national and statewide assessments to inform teacher judgmentsabout student achievementReportingScarborough Primary School will: use plain language to report to parents/carers on the achievements of Pre-Primary to Year 6 students in terms of the Western Australian achievement standards – such reports will be provided:formally, in an end-of-semester report using a five-point scale. The components of the formalreport will meet the Policy Standards for Pre-Primary to Year 6: Teaching, Assessing andReporting.informally, throughout the year in a variety of ways and for a variety of reasons, andas requested from the student’s parents/carers, providing information on how a student’sachievement compares with the student’s peer group at the school.disseminate to parents/carers the reports from national and statewide assessments and, asappropriate, provide opportunity for discussion between teachers and parents/carers.submit to the Authority end of Semester Two achievement descriptors/grades for individualPre-Primary to Year 6 students.
Relevant documents and other sources of information/websitesWestern Australian Curriculum and Assessment Outline (www.scsa.wa.edu.au) The Outlineincludes the following important element elements:CurriculumAlternative Curriculum (and/or Reporting on Student Achievement) Recognition ProcessKindergarten and Pre-Primary StatementKindergarten Curriculum GuidelinesNotional Time Allocation Guidelines: Pre-Primary to Year 6Principles of Learning, Teaching and AssessmentWestern Australian Curriculum and Assessment Outline Implementation TimelineAssessmentAssessment ActivitiesAssessment Principles and Reflective QuestionsJudging Standards Overview of ResearchPrinciples of Learning, Teaching and Assessment Snapshots.ReportingWestern Australian Curriculum and Assessment Outline Implementation Timeline.Belonging, Being and Becoming: The Early Years Learning -learning-framework)EAL/D Progress progress-map/#toc1)Melbourne Declaration on Educational Goals for Young Australians, 2008(http://www.curriculum.edu.au/verve/ resources/National Declaration on the Educational Goals for Young Australians.pdf)National Assessment Program Literacy and Numeracy (NAPLAN) (www.scsa.wa.edu.au)National Quality Framework rk)Legislation and other regulatory frameworksAustralian Education Act 2013 (Cth)Australian Education Regulation 2013 (section 59) Disability Discrimination Act 1992 (Cth)Disability Standards for Education 2005Equal Opportunity Act 1984 (WA) National Education AgreementPublic Sector Management Act 1994 (WA)School Curriculum and Standards Authority Act 1997 (WA) School Education Act 1999 (WA)School Education Act Employees’ (Teachers and Administrators) General Agreement 2014
Policy Standards for Pre-Primary to Year 6: Teaching Assessing and ReportingPOLICY STANDARDSThese policy standards are to be read in conjunction with the Pre-Primary to Year 6: Teaching, Assessingand Reporting Policy. These standards are mandatory and set out the minimum requirements forcurriculum planning and reporting on student achievement.CURRICULUM PLANNINGSchools plan curriculum in accordance with the Western Australian Curriculum and Assessment Outline(the Outline), accessible via the School Curriculum and Standards Authority website(www.scsa.wa.edu.au).Curriculum planning accounts for the needs of all students. This includes the enrolment of students withdisability in regular classes, education support classes and education support schools.In planning the delivery of the Pre-Primary to Year 6 Western Australian curriculum, schools ensure theymeet the requirements outlined in:Table 1: Western Australian Curriculum and Assessment Outline: curriculum requirements and availableoptions.Table 2: Implementation timeline requirements.Schools use discretion in regard to the use of the Notional Time Allocation Guidelines: Pre-Primary to Year6 provided in the Outline.Modified curriculumFor some students, differentiation of the curriculum is required to cater for their individual learning needs.If there is a legitimate reason for a student to be following a modified curriculum (for example, gifted andtalented students, students with disability and additional learning needs, students for whom English is anadditional language/dialect), schools negotiate any variation to the Western Australian curriculum with thestudent and her/his parents/carers, and document the decisions made (for example, a documented individual education plan and documented learning plan).Schools use discretion in regard to the use of Stages A, B, C and D Western Australian curriculum content(Abilities Based Learning and Education, Western Australia [ABLEWA]), detailed in the Outline, forplanning for teaching students with disability and additional learning needs.Schools use discretion in regard to the use of the EAL/D Progress Map when planning for teaching andmonitoring the progress of students for whom English is an additional language/dialect.
Curriculum requirements and available optionsTable 1: Western Australian Curriculum and Assessment Outline: curriculum requirements and available optionsHealth and Physical EducationHumanities and Social *R**RRRRR7R****R***R**RRRRR8OOORRRRR9OOORRRRR6Year levelThe ArtsR***OLearning areaTechnologiesOO optionalSchools may offer a different language from those for which syllabuses are provided in the Western Australian Curriculum and Assessment Outline (e.g. Arabic, Hebrew, Hindi, Korean, Modern Greek, Vietnamese, first or background language Chinese). Where schools offer a different language (or curriculum at adifferent level) from those for which syllabuses are provided in the Western Australian Curriculum andAssessment Outline teachers will need to exercise their professional judgement in the adaptation of theAustralian Curriculum, Assessment and Reporting Authority’s (ACARA) curriculum or alternative syllabuses.Auslan is an acceptable alternative to the study of a language other than English.Recently arrived migrants, for whom English is not their first language, may substitute English as a SecondLanguage or further studies in English for the study of a foreign or Indigenous language.The study of one of the Aboriginal and Torres Strait Islander languages is acceptable.In Years 9 and 6 the study of Languages is optional.in Years 3, 4, 5 and 6, compulsory Languages education in a minimum of one language, commencing withYear 3 in 2018 (extending to Year 4 in 2019, Year 5 in 2020 and Year 6 in 2021)in both Years 7 and 8, compulsory Languages education in a minimum of one language, commencing withYear 7 in 2022 (and Year 8 in 2023).R**** Where possible, schools should provide Languages education from Pre-Primary to Year 6. As aminimum, schools must offer:OLanguagesR requiredR* Humanities and Social Sciences: this learning area incorporates History; Geography; Economics and Business; and, Civics and Citizenship. Civics and Citizenship is introduced at Year 3 and Economics and Business isintroduced from Year 5.R** The Arts: this learning area consists of five subjects: Dance, Drama, Media Arts, Music and VisualArts.All students will study at least two of the five Arts subjects (including at least one performance arts subject[Dance, Drama or Music] and one visual arts subject [Media Arts or Visual Arts]) from Pre- primary to the endof Year 8.It is desirable that schools provide students with the opportunity to engage with all five Arts subjects across PrePrimary to Year 6.In Years 9 and 6 the study of The Arts is optional.R*** Technologies: this learning area consists of two subjects: Digital Technologies and Design andTechnologies.All students will study both Technologies subjects from Pre-Primary to the end of Year 8 (within Design and Technologies: Engineering principles and systems; Food and fibre production; Food specialisations; Materials andtechnologies specialisations). Students have the opportunity to study at least one of the contexts.Because Design and Technologies has contexts, it is desirable that schools provide students with the opportunityto engage with a range of contexts in Design and Technologies across Pre-Primary to Year
Table 2: Implementation timeline requirementsYear20172017Learning areaHumanities and Social SciencesHealth and Physical EducationRevised curriculum (v8.1) forEnglish Mathe-Implementation requirementsFull implementation, including teaching, assessing andreporting by schools will be in place with first reportingto parents/carers by the end of Semester 1.Full implementation, including teaching, assessing andreporting by schools will be in place with first reportingto parents/carers by the end of Semester 1.matics ScienceTechnologies201820192020202120222023The ArtsLanguages – Year 3Full implementation, including teaching, assessing andreporting by schools will be in place with first reportingto parents/carers by the end of Semester 1.Languages – Year 4Full implementation, including teaching, assessing andreporting by schools will be in place with first reportingto parents/carers by the end of Semester 2.Languages – Year 5Full implementation, including teaching, assessing andreporting by schools will be in place with first reportingto parents/carers by the end of Semester 2.Languages – Year 6Full implementation, including teaching, assessing andreporting by schools will be in place with first reportingto parents/carers by the end of Semester 2.Languages – Year 7Full implementation, including teaching, assessing andreporting by schools will be in place with first reportingto parents/carers by the end of Semester 2.Languages – Year 8Full implementation, including teaching, assessing andreporting by schools will be in place with first reportingto parents/carers by the end of Semester 2.
REPORTING ON STUDENT ACHIEVEMENTComponents of written reportsSchools provide plain language reports to parents/carers at the end of each semester which:(a) are readily understandable to those responsible for the student.(b) give an accurate and objective assessment of the student's progress and achievement.(c) include an assessment of the student's achievement in terms of the Western Australian achievementstandards detailed in the Outline.(d) include, for subjects studied, an assessment of the student's achievement:(i)in terms of the grades A, B, C, D and E (or an equivalent five-point scale/achievementdescriptor), clearly defined in terms of Western Australian achievement standards, and(ii) in relation to the performance of the student's peer group2(e)(f)include information about the student's attitude, behaviour and effort in terms other than the fivepoint scale which is used as a measure of achievement.include any additional information the school considers relevant, including an overall teacher comment.In addition, for Pre-Primary to Year 2, school reports are to include a description of the student's progressin personal and social learning.Achievement in learning areasIn Western Australia, student achievement is reported on a five-point scale for all years fromPre-Primary to Year 6.For the Pre-Primary year, student achievement is reported using achievement descriptors and withoutletter grades.For Years 1–2, student achievement is reported using system-based or school-based achievementdescriptors or those in Table 3. Schools may use letter grades.Details regarding the flexibility provided for school systems or schools in reporting on Pre-Primary to Year2 student achievement is detailed on the following page.For Years 3–6, letter grades and achievement descriptors outlined in Table 3 must be used.Table 3: Letter grades and achievement descriptorsLetter gradeAchievement descriptorAThe student demonstrates excellent achievement of what is expected for this year level.BThe student demonstrates high achievement of what is expected for this year level.CThe student demonstrates satisfactory achievement of what is expected for this year level.DThe student demonstrates limited achievement of what is expected for this year level.EThe student demonstrates very low achievement of what is expected for this year level.For Pre-Primary to Year 6, consistent with the Australian Education Regulation 2013 reporting requirement for reporting relative to theperformance of the student's peer group, schools must prepare information that shows the number of students in each of the five achievement levels for each of the learning areas taught in each year. Schools may choose to provide this comparative information to parents aspart of the normal reporting process or to provide parents with advice that this information is available on request. In the latter case,schools must advise parents that this information is available and must provide this information on request. Possible wording that could beused on the report is: 'You can ask the school to provide you with written information thatclearly shows your child's achievements in the subjects studied in comparison with that of other students in the student’s peer groupat school. This information will show you the number of students in each of the five achievement levels'2
Pre-Primary to Year 6 reportingIn the Pre-Primary year, schools: report student achievement in English and Mathematicsare strongly encouraged to report in Sciencemay choose to report in other learning areasreport using achievement descriptors but without letter grades. The achievement descriptors usedmay be system-based, school-based or those in Table 3, but must align with the achievement standards described in the Outlineinclude information on the report about the student's attitude, behaviour and effort in terms otherthan the five-point scale which is used as a measure of achievementreport on the student’s progress in personal and social learninginclude on the report any additional information the school considers relevant, including an overallteacher comment.In Years 1 and 2, schools: report on student achievement in all the learning areas taughtreport using system-based or school-based achievement descriptors or those in Table 3 and mayuse letter grades. The achievement descriptors must align with the achievement standards described in the Outline include information on the report about the student's attitude, behaviour and effort in terms otherthan the five-point scale which is used as a measure of achievementreport on the student’s progress in personal and social learninginclude on the report any additional information the school considers relevant, including an overallteacher comment. For Years 3–6, schools: report on student achievement in all the learning areas taughtreport using letter grades and achievement descriptors provided in Table 3include information on the report about the student's attitude, behaviour and effort in terms otherthan the five-point scale which is used as a measure of achievement include on the report any additional information the school considers relevant, including an overall teacher comment.
PROCEDURES Curriculum Scarborough Primary School will implement the Pre-Primary to Year 6 Western Australian curriculum in accordance with: the Policy Standards for Pre-Primary to Year 6: Teaching, Assessing and Reporting the Principles of Learning, Teaching and Assessment detailed within the outline. In relation to Kindergarten:
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